Assessing Cognitive Abilities Using the WAIS-IV: An Item Response Theory Approach

Abstract

Background: The Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) has been adapted to 28 different cultures and there has been considerable interest in examining its structure through exploratory and confirmatory factor analysis. This study investigates item and scale properties of the Egyptian WAIS-IV using item response theory (IRT) models. Methods: The sample consisted of 250 adults from Egypt. The item-level and subtest statistical properties of the Egyptian WAIS-IV were established using a combination of four dichotomous IRT models and four polytomous IRT models. In addition, factor analysis was performed to investigate the dimensionality of each subtest. Results: Factor analysis indicated the unidimensionality of each subtest. Among IRT models, the two-parameter logistic model provided a good fit for dichotomous subtests, while the graded response model fitted the polytomous data. Most items of the Egyptian WAIS-IV showed high discrimination, and the scale was adequately informative across the levels of latent traits (i.e., cognitive variables). However, each subtest included at least some items with limited ability to distinguish between individuals with differing levels of the cognitive variable being measured. Furthermore, most subtests have items that do not follow the difficulty rank they are ascribed in the WAIS-IV manual. Conclusions: Overall, the results suggest that the Egyptian WAIS-IV offers a highly valid assessment of intellectual abilities, despite the need for some improvements.

A Cognitive Behavioral Survey and Exploration Questionnaire Development.

“…But there still has controversial regards group physical exercise or activity in preventing cognitive decline [30][31][32]. Hence, these items mentioned above should be further revisited as dichotomous outcome terms (such as "agree" or "disagree") to the design of the subscale in MCIHB-Q to provide a good t in the subtest [33].…”

Evaluating the Language- and Culture-Related Construct-Irrelevant Variance and Reliability of the Sense of School Belonging Scale: Suggestions for Revision

“…They argued that the calculation of Cronbach’s alpha, a commonly used measure of internal consistency, can be influenced by factors such as the number of items and repetitions of items, leading to potential item redundancy and a narrow assessment scale. Consequently, there is growing recognition globally of the benefits of item response theory (IRT) in constructing item banks, and developing and validating scales (Abdelhamid et al, 2021; Gorman et al, 2021).…”

“…IRT offers the following three key benefits: first, the estimation of examinees’ latent ability and item parameters is unchanging; second, the estimation of latent ability and item parameters follows a consistent scale, allowing for direct comparison; and third, measurement errors for each item and the test can be accurately estimated for different test-takers (Baker, 2001; Hambleton & Swaminathan, 1985). As a result, many researchers have chosen to use IRT in order to develop and validate assessment scales, recognizing its advantages and effectiveness in the process (e.g., Abdelhamid et al, 2021; Gorman et al, 2021; Panayides & Walker, 2013).…”

Polytomous scoring correction and its effect on the model fit: A case of item response theory analysis utilizing R

“…The GRM, PCM, and GPCM have been widely used in the previous studies to analyze the quality of constructed-response tests and to estimate the ability of test takers (e.g., Abdelhamid et al, 2021;Safitri & Retnawati, 2020;Sun et al, 2021). In the present study, we strives to apply the same to THE developed by the Open University.…”